| Summary: | 博士 === 國立臺灣師範大學 === 教育學系 === 101 === The purpose of this study is to examine the impacts of using the InteractiveWhiteboard into math instruction and building teaching blog to extend and reflect the teacher’s TPACK.This study is conducted via embeded design of mixed method. The Mathematics teacher used the Interactive Whiteboard into math instruction for 29 fourth graders in an elementary school. This study was carried out over 2 years and data was gathered via various methods like observation checklists, peer teachers’ blog dialogues, teacher self-reflection notes, students’ diaries and social network analysis matrixes etc.
According to the data analysis and discussion, the main conclusions were synthesized as follows:
1.The TPACK of the elementary school Mathematics teachewas complex and had been mianly influenced by TPK and TCK.
2.The social network consructed by teaching blog was consis of sixty actors. and the actors’ background was homogenous.The social network displayed a weak-structure, exploded outward and emerged 4 subgroups. Five actors were located in structure holes and their centrality exponents were much higher. Fourteen actors played the role of middlemen and had different five kinds of role meaning.
3.The TPACK of the elementary school Mathematics teacher had experienced 4 stages and developped spirally.
4.The TPACK and the social network had been influeced spirally and generated real changes of the TPACK.
Acording to conclusions, suggestions about professional devolpment, intergrating Interactive Whiteboard into math instruction, blog construction and futher research
were proposed as follows.
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